Background: The path to academia can be rocky for nurses. Nursing academia is much more than educating students. The balance of teaching, service, and scholarship that is required for tenure, coupled with the institution of academia, can be overwhelming. New nursing faculty often find themselves feeling unprepared for the multidimensional nature of the role. Effective mentoring is crucial for new faculty success. Method: A new faculty cohort, The Tenure Tribe, took initiative to establish a unique mentoring process of planned, purposeful connection and networking as peers and with experienced faculty for the purpose of academic nursing success. Results: Role-reversal mentoring was found to increase feelings of support and job satisfaction for the new faculty while creating a unique way to accelerate and support their transition from clinician to educator. Conclusion: Role-reversal mentoring was an effective means for new nursing faculty assimilation, growth, and development. [ J Nurs Educ . 2020;59(11):627–630.]

Background: Nurse educators are searching for ways to deliver and evaluate the clinical judgment model (CJM) into undergraduate education to adequately prepare students for the Next Generation NCLEX project. Method: A game-based learning (GBL) activity, including seven postpartum hemorrhage (PPH) stations, was developed and implemented in an undergraduate nursing course. Following the design of the Minute to Win It ® game show, teams of students participated in timed challenges to facilitate engagement with the CJM. Results: Student scores improved significantly for every aspect of the CJM applied to PPH (recognition, analysis, action, evaluation) from the pre- to posttest after using the PPH Minute to Win It. The teaching–learning strategy was positively received by students for the purposes of enhancing engagement and retaining knowledge. Conclusion: GBL is effective for incorporating the CJM into the classroom and enhances exposure, knowledge, and retention for specific topics such as PPH. Students associate GBL with increased engagement and learning related to complex course content. [ J Nurs Educ . 2021;60(3):159–164.]

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BackgroundIn teen pregnancy prevention (TPP) evidence-based program replication, fidelity toolkits (FTKs) provide structure to ensure that essential curricular components are delivered as intended.ObjectiveThe purpose of this project was to extend quality improvement efforts (Flinders, 2017) through analysis of FTKs from four years of TPP implementation.MethodsAn evidence-based TPP program was delivered to females, 15–19 years of age (n = 1,658) from four suburban Ohio counties. Fidelity rates were calculated by agency staff and undergraduate nursing students. Grounded theory was used to identify themes from the narrative sections of the FTKs. Plan-Do-Study-Act methodology (Agency for Healthcare Research and Quality, 2008) guided this quality improvement work.ResultsStaff fidelity was reported as 98.38%. Student fidelity was reported at 99.05%. Key themes, identified as a result of the qualitative analysis, were categorized as participant factors, site factors, or presenter factors.ConclusionsToolkits created an effective safeguard to ensure the replication of the evidence-based TPP program, with fidelity.Implications for NursingUndergraduate students are capable of implementing evidence-based programming, with fidelity, to meet the educational needs of their communities. Analysis of narrative comments from toolkits can influence FTK revisions to improve program delivery.